b. Addition
Error of addition is where some element is present which should not be there. It is the opposite of omission error. Learners do not only omit element which they
regard as redundant but they also add redundant element. c.
Selection Error of selection is where the wrong item has been chosen in place of the
right one. d.
Misordering Error of ordering is where the elements presented are correct but wrongly
sequenced. Meanwhile, HeidyDulay gave his point of view about the types of error.
He said that there are three types of error.
11
a.
Error Based on Linguistic Category Taxonomy
Many error taxonomies have been based on the linguistic item, while is effected by an error, these linguistics category taxonomies classify errors
according to either or both the language component and the particular linguistic constituent the error effects.
Language components include phonology pronunciation, syntax and morphology grammar, semantic and lexicon meaning and vocabulary, and
discourse style. Constituents include the element that comprises each language components. For example, within syntax one may ask whether the error is in the
main or subordinate clause; within a clause, which constituent is affected, e. g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverbs, the
adjective and so forth.
b. Error Based on Surface Strategy Taxonomy
Surface strategy taxonomy highlight the ways surface a structure is altered: students may omit necessary items omission or add unnecessary ones
11
HeidyDullay, Language Two New York: Oxford University Press, Inc, 1981, pp. 146—192.
addition they may misinformation items selection or miss order them misordering.
1. Omission Omission errors are characteristic by absence of an item that must appear
in a well-formed utterance, although any morpheme or word in a sentence is a potential candidate for omission, some types or morphemes are omitted more than
others. For example: Tony know about Indonesia. It should be Tony knows about
Indonesia. 2. Addition
Addition errors are the opposite of omissions. They are characterized by the presence of an item, which must not appear in a well-formed utterance.
For example: he doesn’t knows my name. It should be he doesn’t know my name. 3. Misformation
Misformation errors are characterized by the use of the wrong form of the morphemes or structure. While in omission errors happen unconsciously. On the
other hand, misformation errors happen consciously. The students supply something, although it is incorrect.
There are three types of misformation namely a. Regularization errors
It is that all under the misformation category are those in which a regular marker is used in a place of an irregular one. For example: ruined for run or goose
for geese. b. Arch forms
The selection of one number of a class of forms to represents others in the class is a common characteristic of all stages of second language acquisition. We
have called the form selected by the students an arch-form. For example: a learner may select one member of the class of personal pronoun to function for several
others in the class, me hungry, give me that
